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TitleExploring challenges faced by level 3 National Certificate vocational students in understanding hyperbolic functions in mathematics
TitleExploring challenges faced by level three National Certificate vocational students in understanding hyperbolic functions in mathematics
AuthorRakhudu, Nnane Franscina
SubjectMathematics
SubjectRectangular hyperbola function
SubjectNCV level 3
SubjectTVET college
SubjectInterventions
SubjectCollaborators
SubjectPost- test
SubjectPre- test
SubjectSemi-structured interview
SubjectLecturers
SubjectStudents
SubjectTable method
SubjectAsymptotes
SubjectAction research
SubjectParticipants
Subject512.9220715
SubjectExponential functions -- Study and teaching (Continuing education) -- South Africa -- North-West -- Case studies
SubjectAlgebra -- Graphic methods -- Study and teaching (Continuing education) -- South Africa -- North-West -- Case studies
Date2018-01-12T08:42:04Z
Date2018-01-12T08:42:04Z
Date2017-07
TypeDissertation
Format1 online resource (xiv, 166 leaves) : illustrations (chiefly color), color graphs
AbstractThe results of mathematics level 3 have always been a problem at TVET colleges as this hampers the certification rate and the progress of the students to level 4. Students who did not do well in the current subject are not allowed to register that subject in the following level. Even though the students are allowed to progress to level 4 they won’t be certificated for both levels until they pass the remaining subject. The above challenges made the researcher to check during the marking and moderation of November / December examination the course of poor results for mathematics level 3. In the process of checking the researcher discovered that rectangular hyperbola is one of the topics that the students of mathematics level 3 are struggling with. This study therefore focuses on exploring the challenges faced by TVET Level 3 NCV students in understanding the hyperbolic function in mathematics. In addition to the literature review, an empirical investigation based on a qualitative approach and involving semi-structured interviews with the students of a TVET college in North West was conducted to collect data. The analysis of documents relevant to the study was also used as the other method. The study used participatory action research, where the researcher, collaborators and students work alongside each other to collect data and to improve practice and follow the spiral pattern of reflection, analysing the results and adapting the action. The research design and methodology was qualitative. This helped the researcher to understand the challenges students faced in the learning of rectangular hyperbola and also came up with ways to minimise those challenges. The data collection methods used was interviewing using semi-structured questions, pre-test and post-tests. During data collection different interventions (IN1 –IN3) was used depending on the understanding of the students. For ethical consideration, ethical clearance was obtained from UNISA. DHET, the principal of the college, collaborators, parents and students will also give written consent on forms which will be sent out explaining what we envisage. Since research was voluntary, an explanation was given that this was not compulsory and that participation was completely voluntary and that they could withdraw at any time. In this study, various methods to empower students were recommended. Recommendations are also made on what was found in this study, as are recommendations for further study.
AbstractMathematics Education
AbstractM. Ed. (Mathematics Education)
IdentifierRakhudu, Nnane Franscina (2017) Exploring challenges faced by level 3 National Certificate vocational students in understanding hyperbolic functions in mathematics, University of South Africa, Pretoria,
Identifierhttp://hdl.handle.net/10500/23523